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Introduction: This article analyses parents' and children's attitudes toward the different literacy practices across three different contexts (at home, in a community project, and, indirectly, at school) and how they perceive the interaction between these practices and the development of competences in the Heritage Language (HL). We investigate the relevance of family and community, and how mainstream school influences the co-construction of literacy practices that affect the development of HL, while at the same time supporting the development of the majority language, and especially in broadening the understanding of the notion of language exposure. Methods: Semi structured interviews with parents and focus groups with children (aged 4-14) were carried out in Munich, Germany, between May 2018 and February 2020. Data from the verbal interactions, in a total of 12 h of recorded audio with the parents and 8h with the children, was transcribed and the excerpts were coded in Nvivo. In a first moment, a data and theory driven thematic analysis with open data coding was undertaken; subsequently, discourse analysis was used to analyze selected excerpts individually and reconstruct the meaning the participants were attaching to their literacy practices. Three thematic strands were identified. Results: We make the case that exposure to literacy practices in the majority language is interpreted and (re)appropriated by families and communities to support the development of complex and integrated literacy practices involving the different languages of children's repertoires. We shed light on how families construct bilingual input safe spaces at home, i.e., spaces where continuities between formal, informal and non-formal literacy practices in both German and Portuguese are assured. Discussion: The results bring a critical perspective on the ecology of literacy practices and highlight the added value of seeing those practices interconnected holistically from a co-developmental viewpoint. Such interconnectedness has a potential positive impact not only in children's HL but also in the majority language, and possibly in the languages learnt at school. [ABSTRACT FROM AUTHOR]

In the contextual field of environmental composition in kindergarten, transforming it into a space for cognitive, social, emotional, i.e., holistic formation and development of the child, multimodality operates with authenticity, magnetism, multilevelity, multidimensionality, and dynamism to overcome schematicity and linearity of thinking, thus stimulating imagination. Leading the way is the understanding that the environmental composing of multimodality in kindergarten is the foundation of quality for the child's cognitive, affective, sensory cognition and self-knowledge. This paper outlines the parameters of evaluating multimodal digital resources designed by students preparing for future kindergarten teachers. The starting points for their expertise in the relations of autonomy, coherence, justification, adequacy and authenticity as subjectively significant and objective wholes of multimodal composing are argued. Criteria and indicators for the expert evaluation of digital resources for multimodal environmental composing in kindergarten, as modeling and provoking and enriching the individual sensory experience of the child, as an opportunity to stimulate cognitive and personal activity are derived. It is necessary to conclude that through the design of multimodal digital resources, the existing contradictions in the starting conditions of the pedagogical interaction in the kindergarten will be overcome. The main recommendation points to the need for specific training of future children's teachers for multimodal environmental composition of educational practices in kindergarten, synergizing different modalities, rather than their linear sequential environmental combination. [ABSTRACT FROM AUTHOR]

The increasingly digital and multicultural 21st-century society requires future teachers to be prepared for the changes and challenges they may encounter. Not only language and digital competences, but critical-thinking and problemsolving skills are needed. Moreover, well developed socio-affective abilities, empathy among them, are also key when dealing with others. This is even more relevant when teachers are to work with a non-mainstream population, such as adult migrants with low literacy levels, and to design student-centered curricula or activities. Empathy is a multifaceted process involving, among others, perception, intellection, affect and other sensory aspects of the lived experience. It has been argued that the first-person perspective-taking involved in empathic engagement must necessarily involve rational computation and cognitively mediated processing. Training future teachers in the Pedagogy of Multiliteracies is a means to integrate multimodal digital instruction and aggregate cognitive as well as socio-emotional features to the education of future language teachers. Method: A mixed-method pre-post study was conducted with 48 trainee teachers who participated in stand-alone digital multiliteracy interventions, in which they were encouraged to envisage themselves as future teachers of low-literate migrants. Policy documents such as the reference guide on Literacy and Second Language Learning for the Linguistic Integration of Adult Migrants, journal articles, audiovisual resources as well as examples of existing educational materials aimed at the target audience, were made available to them on an online platform. In two separate studies, trainees were encouraged to collaboratively produce two different multimodal outputs. The Revised Scale of Ethnocultural Empathy was administered before and after the intervention, subjecting the data obtained to quantitative analysis. Qualitative data was also collected to gain a better understanding of the affective and cognitive processes experienced by the participants. Results: Simple statistical analysis coupled with the comparison of means was used to respond to the research questions. Statistical hypothesis testing, including correlations and non-parametric statistics were used to analyze the relationship between each of the factors within the RSEE and the participants, considering the different interventions applied. Non-parametric tests (U-Mann Whitney) were used to compare the differences between the levels of ethnocultural empathy of the participants in the two studies. Significant differences were found in Factor 3 (Empathy) and Factor 5 (Anxiety) between the groups and their postintervention results, with a p value of 0.053 and 0.038, respectively. The effect size r was calculated, obtaining a size effect of 0.625 for Factor 3 (Empathy) and 0.674 for Factor 5 (Anxiety). These results indicate that the significant differences and the size effect between both groups are large. U-Mann Whitney non-parametric analysis also revealed gender differences in Factor 3 (Empathy), showing females higher levels than males. Effect size r analysis showed a large size effect of 0.708 for Factor 3 (Empathy). The findings pertaining to gender-related differences in empathy levels confirm the conclusions drawn by previous studies. When contrasting study 1 and 2, statistical differences were also shown after the intervention for the 'Anxiety and Lack of Multicultural Selfefficacy' factor. The qualitative data analysis was carried out with Atlas.ti v.8, in order to isolate and categorize the broader themes and the most significant explanatory quotes extracted from the participants' records and interviews. The results reveal the learning strategies that each group of learners applied to successfully complete the task at hand, as well as the participants' deployment of their critical thinking skills and the awakening of a sense of awareness of their own professional competence development process. Conclusion: This study set out to compare how effective two digital multiliteracy interventions were in developing future language teachers' ethnocultural empathy and cognitive abilities when appraising the educational needs of lowliteracy migrants. Despite the small sample size, the study certainly adds to our understanding of the impact of multimodal tasks involving critical thinking skills on trainees' cognitive and affective abilities. Besides, it expands the growing body of research that points to the desirability of embedding digitally-based content creation tasks in training curricula for future language teachers. [ABSTRACT FROM AUTHOR]

In this study, the use of a popular mobile social networking platform (WeChat) is investigated for learning Chinese as a foreign language (CFL) in a beginners' course at an Australian university. Driven by practical considerations and major issues with previous literature, student engagement and authentic language used in a WeChat class group are investigated. Data was collected through weekly conversation episodes over a semester and from a student survey. Conversation episodes were analysed both quantitatively (by frequencies) and qualitatively (using a discourse approach). The study found that student engagement increased in frequency and complexity towards the end of the semester, and students used Chinese for various authentic purposes in the semi-formal context of class group chats. A microanalysis of transcripts illustrated how the use of Chinese in multilingual and multimodal practices achieved authentic social functions. However, individual differences were observed, and English was frequently used in chats. Recommendations are provided for scaffolding and for utilising different semiotic resources in dynamic group interactions. [ABSTRACT FROM AUTHOR]

This article discusses the promotion of multiliteracy in educational artifacts from the perspective of information design. In the current social context of multiple languages and media, there is a dialogue about the emerging presence of multimodal resources in school environments. From this perspective, the objective is to identify which of these are most present in Portuguese textbooks for the Second Cycle, adoptable for 2022/2023. The aim is also to indicate which characteristics contribute to the development of multiple literacy in children. The theoretical, interdisciplinary path between design and education is based on precepts about the modes of symbolization of graphic language, social semiotics, and multimodality in learning. The exploratory research in the collected textbooks made it possible to check the symbolic modes in 4,396 pages. The examples presented went through direct observation and description of the structural characteristics of the contents. As a result, the most present multimodal ecosystem, whether to represent process cycles, timelines, spatial or quantitative data, was the infographics. This, however, requires urgent investigations into its construction, analogue-to-digital relationship, and decoding with the target audience. [ABSTRACT FROM AUTHOR]

Purpose: By methodologically reviewing the literature on Technology-Assisted Reading Instruction (TARI) for English Language Learners (ELLs) in K-12 settings, this study aims to advance the knowledge of TARI research and guide future research directions. Design/Approach/Methods: This study examines 32 peer-reviewed journal articles published between 2000 and 2020. Each article was analyzed for research objectives, reading skills, learner demographics and contexts, theoretical frameworks, research designs, and outcomes. Findings: A review of the literature reveals a strong focus on evaluating the efficacy of TARI through summative assessments, but limited attention to learners' literacy practices and interactive engagement in digital contexts. Additionally, there is a marked lack of alternative approaches to assessing the effectiveness of technology in promoting ELLs' reading progression and a continued emphasis on developing traditional literacy over multimodal literacy. TARI can enhance reading motivation, foster collaborative learning, provide scaffolding, improve reading performance, and expand semiotic resources. Originality/Value: As one of the first comprehensive methodological reviews of TARI, this study elucidates ELL reading education in the era of multiliteracy. Results have implications for technology-mediated education, which expanded rapidly during the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

In the contextual field of environmental composition in kindergarten, transforming it into a space for cognitive, social, emotional, i.e., holistic formation and development of the child, multimodality operates with authenticity, magnetism, multilevelity, multidimensionality, and dynamism to overcome schematicity and linearity of thinking, thus stimulating imagination. Leading the way is the understanding that the environmental composing of multimodality in kindergarten is the foundation of quality for the child’s cognitive, affective, sensory cognition and self-knowledge. This paper outlines the parameters of evaluating multimodal digital resources designed by students preparing for future kindergarten teachers. The starting points for their expertise in the relations of autonomy, coherence, justification, adequacy and authenticity as subjectively significant and objective wholes of multimodal composing are argued. Criteria and indicators for the expert evaluation of digital resources for multimodal environmental composing in kindergarten, as modeling and provoking and enriching the individual sensory experience of the child, as an opportunity to stimulate cognitive and personal activity are derived. It is necessary to conclude that through the design of multimodal digital resources, the existing contradictions in the starting conditions of the pedagogical interaction in the kindergarten will be overcome. The main recommendation points to the need for specific training of future children’s teachers for multimodal environmental composition of educational practices in kindergarten, synergizing different modalities, rather than their linear sequential environmental combination.

IntroductionThis article analyses parents' and children's attitudes toward the different literacy practices across three different contexts (at home, in a community project, and, indirectly, at school) and how they perceive the interaction between these practices and the development of competences in the Heritage Language (HL). We investigate the relevance of family and community, and how mainstream school influences the co-construction of literacy practices that affect the development of HL, while at the same time supporting the development of the majority language, and especially in broadening the understanding of the notion of language exposure.MethodsSemi structured interviews with parents and focus groups with children (aged 4–14) were carried out in Munich, Germany, between May 2018 and February 2020. Data from the verbal interactions, in a total of 12 h of recorded audio with the parents and 8h with the children, was transcribed and the excerpts were coded in Nvivo. In a first moment, a data and theory driven thematic analysis with open data coding was undertaken; subsequently, discourse analysis was used to analyze selected excerpts individually and reconstruct the meaning the participants were attaching to their literacy practices. Three thematic strands were identified.ResultsWe make the case that exposure to literacy practices in the majority language is interpreted and (re)appropriated by families and communities to support the development of complex and integrated literacy practices involving the different languages of children's repertoires. We shed light on how families construct bilingual input safe spaces at home, i.e., spaces where continuities between formal, informal and non-formal literacy practices in both German and Portuguese are assured.DiscussionThe results bring a critical perspective on the ecology of literacy practices and highlight the added value of seeing those practices interconnected holistically from a co-developmental viewpoint. Such interconnectedness has a potential positive impact not only in children's HL but also in the majority language, and possibly in the languages learnt at school.

The increasingly digital and multicultural 21st-century society requires future teachers to be prepared for the changes and challenges they may encounter. Not only language and digital competences, but critical-thinking and problem-solving skills are needed. Moreover, well developed socio-affective abilities, empathy among them, are also key when dealing with others. This is even more relevant when teachers are to work with a non-mainstream population, such as adult migrants with low literacy levels, and to design student-centered curricula or activities. Empathy is a multifaceted process involving, among others, perception, intellection, affect and other sensory aspects of the lived experience. It has been argued that the first-person perspective-taking involved in empathic engagement must necessarily involve rational computation and cognitively mediated processing. Training future teachers in the Pedagogy of Multiliteracies is a means to integrate multimodal digital instruction and aggregate cognitive as well as socio-emotional features to the education of future language teachers.MethodA mixed-method pre-post study was conducted with 48 trainee teachers who participated in stand-alone digital multiliteracy interventions, in which they were encouraged to envisage themselves as future teachers of low-literate migrants. Policy documents such as the reference guide on Literacy and Second Language Learning for the Linguistic Integration of Adult Migrants, journal articles, audiovisual resources as well as examples of existing educational materials aimed at the target audience, were made available to them on an online platform. In two separate studies, trainees were encouraged to collaboratively produce two different multimodal outputs. The Revised Scale of Ethnocultural Empathy was administered before and after the intervention, subjecting the data obtained to quantitative analysis. Qualitative data was also collected to gain a better understanding of the affective and cognitive processes experienced by the participants.ResultsSimple statistical analysis coupled with the comparison of means was used to respond to the research questions. Statistical hypothesis testing, including correlations and non-parametric statistics were used to analyze the relationship between each of the factors within the RSEE and the participants, considering the different interventions applied. Non-parametric tests (U-Mann Whitney) were used to compare the differences between the levels of ethnocultural empathy of the participants in the two studies. Significant differences were found in Factor 3 (Empathy) and Factor 5 (Anxiety) between the groups and their post-intervention results, with a p value of 0.053 and 0.038, respectively. The effect size r was calculated, obtaining a size effect of 0.625 for Factor 3 (Empathy) and 0.674 for Factor 5 (Anxiety). These results indicate that the significant differences and the size effect between both groups are large. U-Mann Whitney non-parametric analysis also revealed gender differences in Factor 3 (Empathy), showing females higher levels than males. Effect size r analysis showed a large size effect of 0.708 for Factor 3 (Empathy). The findings pertaining to gender-related differences in empathy levels confirm the conclusions drawn by previous studies. When contrasting study 1 and 2, statistical differences were also shown after the intervention for the ‘Anxiety and Lack of Multicultural Self-efficacy’ factor. The qualitative data analysis was carried out with Atlas.ti v.8, in order to isolate and categorize the broader themes and the most significant explanatory quotes extracted from the participants’ records and interviews. The results reveal the learning strategies that each group of learners applied to successfully complete the task at hand, as well as the participants’ deployment of their critical thinking skills and the awakening of a sense of awareness of their own professional competence development process.ConclusionThis study set out to compare how effective two digital multiliteracy interventions were in developing future language teachers’ ethnocultural empathy and cognitive abilities when appraising the educational needs of low-literacy migrants. Despite the small sample size, the study certainly adds to our understanding of the impact of multimodal tasks involving critical thinking skills on trainees’ cognitive and affective abilities. Besides, it expands the growing body of research that points to the desirability of embedding digitally-based content creation tasks in training curricula for future language teachers.

Copyright of Izdihar: Journal of Arabic Language Teaching, Linguistics & Literature is the property of Universitas Muhammadiyah Malang and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aimed to analyze the Arabic book for the 10th grade of Madrasah Aliyah, published by the Ministry of Religious Affairs of the Republic of Indonesia in 2020, based on the multiliteracy concept. The primary data source in this study is a 10th-grade Arabic textbook, whereas the secondary data is literature on the subject themes. The data analysis technique employs content analysis. The results reflect the context, which frequently refers to the situational context. The At Ta'am wa Sharāb chapter explores a natural science theme. The multimedia element includes both text and visual media. As for audio for listening learning, it is not yet in all chapters. As for the multicultural aspect, most of them contained Indonesian culture. There is one theme that contained Arab culture and one that contains American culture. Based on the analysis results, Arabic books are not optimal in containing the concept of multiliteracy.

The distribution of disinformation in online environments poses an increasing risk for pupils to be confronted with manipulated content. As a pedagogical strategy for schools, phenomenon-based learning (PhBL) is said to train a variety of required digital competences. This article aims to describe PhBL as practical teaching intervention to address disinformation in secondary schools. PhBL is a cross-curricular and subject-unspecific teaching intervention with a suggested duration of 8-12 teaching lessons and an appropriate age starting from 12/13 years. This investigation included that teacher organized project-oriented activities. The evaluation comprised semi-structured interviews with pupils (n=36) and their teachers (n=8) as well as video-based classroom observations in six classes with 107 pupils. The findings indicate that this teaching approach supported pupils to compare information sources, evaluate credibility indicators, and act criticaly as online consumers. After the intervention pupils said that they felt more sceptical of online and social media information.

This paper presents tools which can be used to measure multimodal literacy and metasemiotic awareness in students. The results are interesting within the context of multiliteracy development both in terms of the individual student over time or in comparison to other students within a specific course, as well as when comparing data from larger cohorts for example differences in level or orientation of education, age, regional, territorial, national and so on to see patterns or strengths and weaknesses in multimodal literacy within a wider perspective.

Copyright of European Journal of Language Policy is the property of Liverpool University Press / Journals and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of European Journal of Language Policy is the property of Liverpool University Press / Journals and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In a globalised world where cross-cultural communication is becoming increasingly important, the ability to communicate effectively in various contexts through spoken language is crucial. Multiliteracy enables individuals to communicate effectively and confidently in a variety of contexts, both within their own culture and across cultures. Digital storytelling utilises diverse modes of communication, promotes creativity and global communication, and integrates technology in the learning process, making it a valuable tool for multiliteracy pedagogy. Thus, the study aims to show how multiliteracy pedagogy elements are incorporated into English as a Foreign Language speaking class through digital storytelling. This is a pilot study in which thematic analysis is used to find the themes within four knowledge processes of multiliteracy pedagogy in digital storytelling activity. The findings show that through experience, the students can practise speaking in an authentic context, develop their language skills through conceptualising and analysing their stories, and receive feedback from peers and teachers. Therefore, digital storytelling achieves the purpose of representing all four elements of multiliteracy pedagogy, namely, situated practice, overt instruction, critical framing, and transformed practice which facilitate the growth of speaking proficiency. [ABSTRACT FROM AUTHOR]

Copyright of Diversitas Journal is the property of Diversitas Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article emerged from my study of three alternative-certification teachers, or teacher learners as they tried to enact culturally responsive practices while navigating their first year of teaching and taking graduate courses for initial certification. These teacher learners worked to develop their understanding and capacities to enact a culturally responsive pedagogy but found that standardization of content and conceptions of what constitutes "good students", appropriate classroom conduct, and micro-managed professional learning communities all created environments hostile to their attempts to develop as equity-minded educators and culturally responsive practitioners. However, their experiences changed once the COVID-19 pandemic closed these teacher learners' schools to in-person instruction and sent them home to instruct online for the remainder of the spring 2020 semester. Free from the constrictive macro-structures and socio-political contexts in their physical workplaces, their planning showed them employing more culturally responsive practices and considering those practices more deeply. Once outside the cultures of practice, formed around neoliberal conceptions of success and measuring learning, these teacher learners became the sole mediators of the conflicting knowledge sources of their jobs and their university methods courses. On their own they began to confront the ways educational institutions stubbornly cling to hegemonic concepts of their communities and valorize work centered on concepts of knowledge and ways of knowing that bear little resemblance to society's current reality. Away from the wider cultures of their schools during the COVID-19 lockdown and aided in mediating their own development using a dialogically structured lesson planning template inspired by—the Heuristic for Thinking About Culturally Responsive Teaching (HiTCRiT)—the teacher learners focused their instruction on their students making both their students' learning and their own conceptions of CRP more real and their students' learning more equitable. [ABSTRACT FROM AUTHOR]

Currently, the world is facing the phenomenon of disruption in all fields that encourage digitalization, including the education system. Humans are required to be able to excel in competition and comparison in order to survive in competition. This causes complex problems in life that can no longer be solved with a monodisciplinary approach. So that in education it is necessary to integrate various fields of science so that students have useful knowledge and skills to face the era of disruption. Disruption encourages the digitalization of the education system. This can be seen from the shift in print literacy to multiliteracy. One of the consequences of these changes in relation to the education system is that students are required to be able to read and produce multimedia texts. It is not to be avoided but used for the advancement of education. The purpose of this study was to develop a model of Multiliteracy Integrative Learning (MULGRANING) in language learning. This type of research is development research using the Plomp (1997) Model which consists of three phases, namely the preliminary research phase; design phase; and assessment phase. This article will discuss the model design stage. The results of the study precised that the Multiliteracy Integrative Learning (MULGRANING) model consists of eight steps, namely experiencing, conceptualizing, analyzing, producing & creating, networking, applying, comparing, synthesizing. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Elementary Education / Revija za Elementarno Izobraževanje is the property of University of Maribor, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study investigated the influence of multiliteracy in opaque orthographies on phonological awareness. Using a visual rhyme judgement task in English, we assessed phonological processing in three multilingual and multiliterate populations who were distinguished by the transparency of the orthographies they can read in (N = 135; ages 18-40). The first group consisted of 45 multilinguals literate in English and a transparent Latin orthography like Malay; the second group consisted of 45 multilinguals literate in English and transparent orthographies like Malay and Arabic; and the third group consisted of 45 multilinguals literate in English, transparent orthographies, and Mandarin Chinese, an opaque orthography. Results showed that all groups had poorer performance in the two opaque conditions: rhyming pairs with different orthographic endings and non-rhyming pairs with similar orthographic endings, with the latter posing the greatest difficulty. Subjects whose languages consisted of half or more opaque orthographies performed significantly better than subjects who knew more transparent orthographies than opaque orthographies. The findings are consistent with past studies that used the visual rhyme judgement paradigm and suggest that literacy experience acquired over time relating to orthographic transparency may influence performance on phonological awareness tasks. [ABSTRACT FROM AUTHOR]

The ongoing pandemic has significantly transformed the educational landscape, necessitating the design of curricula that seamlessly integrate innovative technologies and pedagogies to support students in a multimodal world. As a result, teacher-training programs must prioritize the development of pedagogical and technological skills for new educators. This investigation explored the utilization of computer-based technology (CBT) by pre-service teachers during classroom instruction and its integration for promoting multiliteracy in science education. The study connected CBT applications to Gardner's multiple intelligences theory and employed the Multiliteracy Pedagogy framework to analyze the technology used, adhering to the 7Es instructional model. Employing case study research and observation methodologies, the study assessed pre-service science teachers' demonstrations.The findings revealed that pre-service science teachers incorporated CBTs into their instruction, addressing various intelligences. Examples of CBTs included digital interactive whiteboards, virtual laboratories, video sharing websites, presentation software, and online quiz platforms. Although these tools accommodated diverse learners, the integration of CBTs into contextualized and localized approaches remained limited. Consequently, the results highlight the necessity for systematic strategies that enable pre-service teachers to effectively incorporate CBTs into various learning experiences. Such approaches facilitate a smooth transition from training to professional practice and promote the consistent use of technology at all levels of education

This document is a corrigendum for an article titled "Ethnocultural empathy development of future language teachers through digital multiliteracy resources for low-literacy adult migrants." The corrigendum addresses an error in the funding statement of the original article, where information from one of the sources of funding was missing. The correct funding statement is provided, and the authors apologize for the error. The corrigendum does not affect the scientific conclusions of the article. [Extracted from the article]

This study investigated the influence of multiliteracy in opaque orthographies on phonological awareness. Using a visual rhyme judgement task in English, we assessed phonological processing in three multilingual and multiliterate populations who were distinguished by the transparency of the orthographies they can read in (N = 135; ages 18–40). The first group consisted of 45 multilinguals literate in English and a transparent Latin orthography like Malay; the second group consisted of 45 multilinguals literate in English and transparent orthographies like Malay and Arabic; and the third group consisted of 45 multilinguals literate in English, transparent orthographies, and Mandarin Chinese, an opaque orthography. Results showed that all groups had poorer performance in the two opaque conditions: rhyming pairs with different orthographic endings and non-rhyming pairs with similar orthographic endings, with the latter posing the greatest difficulty. Subjects whose languages consisted of half or more opaque orthographies performed significantly better than subjects who knew more transparent orthographies than opaque orthographies. The findings are consistent with past studies that used the visual rhyme judgement paradigm and suggest that literacy experience acquired over time relating to orthographic transparency may influence performance on phonological awareness tasks.

Copyright of Revista Horizontes de Linguística Aplicada is the property of Revista Horizontes de Linguistica Aplicada and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In addition to equipping students with knowledge, education also aims to provide various valuable skills in entering the 21st century today. One aspect that is the focus of educators and researchers is self-efficacy. The concept of self-efficacy is a concept related to the belief of each individual to achieve the expected goals. Self-efficacy is considered an essential role because it is related to students' academic performance. This study aims to determine the effect of the scientific multiliteracy learning model on students' self-efficacy. This study used a quasi-experimental design involving 30 students from class X at the high school level. The instrument used in this study was a self-efficacy questionnaire consisting of 6 aspects, namely: (1) conceptual understanding, (2) high-level cognitive, (3) laboratory practicum, (4) application in daily life, (5) science communication, and (6) scientific literacy. The data collected from the pretest and posttest questionnaires were analyzed quantitatively using SPSS version 20 software. The results showed a significant positive effect of the scientific multiliteracy learning model on increasing students' science self-efficacy at the high school level. [ABSTRACT FROM AUTHOR]

This article describes how Finnish health education teachers reflect on their views of multiliteracy and the instructional practices they used to implement it. Narrative interviews were conducted among eight junior high school and high school teachers. Nexus analysis was used to guide the analysis on the teachers' views and practices. The results indicate that the study participants considered the promotion of multiliteracy to be part of their work as a health education teacher and they implemented multiliteracy instruction in diverse ways, such as assigning information-seeking and production tasks, or by creating role-playing games. However, the study revealed tensions between need-based literacy teaching and curriculum-steered multiliteracy promotion as well as common and novel teaching practices. At its best, reflecting on these tensions can serve as a steppingstone toward professional change and development. [ABSTRACT FROM AUTHOR]

Today's educators should be well-aware of the world of the 21st century; a world that is characterised by a constant technological advancement, a fierce economic competition, a diversified digital village at the end of a fingertip, and unforeseen pandemics and crises. Teachers need to develop innovative methods to allow their learners to successfully cope with the requirements of the 21st century. At present, students are digitally-oriented in need of skills and competencies that empower them to smoothly understand and critically engage in dialogue with the world they live and work in. A vivid incarnation of the principles of multiliteracy approach is the edited book entitled Films, Graphic Novels and Visuals: Developing Multiliteracies in Foreign Language Education- An Interdisciplinary Approach by Daniela Elsner, Sissy Helff and Britta Viebrock.

This article emerged from my study of three alternative-certification teachers, or teacher learners as they tried to enact culturally responsive practices while navigating their first year of teaching and taking graduate courses for initial certification. These teacher learners worked to develop their understanding and capacities to enact a culturally responsive pedagogy but found that standardization of content and conceptions of what constitutes “good students”, appropriate classroom conduct, and micro-managed professional learning communities all created environments hostile to their attempts to develop as equity-minded educators and culturally responsive practitioners. However, their experiences changed once the COVID-19 pandemic closed these teacher learners’ schools to in-person instruction and sent them home to instruct online for the remainder of the spring 2020 semester. Free from the constrictive macro-structures and socio-political contexts in their physical workplaces, their planning showed them employing more culturally responsive practices and considering those practices more deeply. Once outside the cultures of practice, formed around neoliberal conceptions of success and measuring learning, these teacher learners became the sole mediators of the conflicting knowledge sources of their jobs and their university methods courses. On their own they began to confront the ways educational institutions stubbornly cling to hegemonic concepts of their communities and valorize work centered on concepts of knowledge and ways of knowing that bear little resemblance to society’s current reality. Away from the wider cultures of their schools during the COVID-19 lockdown and aided in mediating their own development using a dialogically structured lesson planning template inspired by—the Heuristic for Thinking About Culturally Responsive Teaching (HiTCRiT)—the teacher learners focused their instruction on their students making both their students’ learning and their own conceptions of CRP more real and their students’ learning more equitable.

The article presents the phenomenon of multiliteracy and its components as a component of modern pedagogical activity. At the theoretical stage of the study, a list of norms, skills and abilities characteristic of a multiliterate person was identified in the studied works. With the help of the survey, the participants of the educational process – teachers and high school students – have received ideas about the role these components of multiliteracy play in the educational process. Based on the data obtained, the authors draw a conclusion about the skills that students need and the role of multiliteracy in school education. Differences in the attitude of students and teachers to the skills and abilities that determine the readiness of an individual to develop and apply multiliteracy in the conditions of modern communication have become apparent. The priority of the students was the ability to "promote" tests, to resist information manipulation, and the priority of teachers is the ethics of communication on the Internet, the ability to navigate media resources. At the same time, the entire range of skills offered was in demand, which indicates a meaningful attitude of respondents to the development of multiliteracy. The prospect of developing multiliteracy requires the actualization of these skills in the minds of students and teachers and their inclusion in the practice of modern schools. Multiliteracy is a category of literacy that contains aspects necessary for understanding and creating texts of different modalities. By involving both teachers and students, we were able to analyze the positions of the participants in the educational process concerning the phenomenon of multiliteracy. Based on the totality of the survey results, we believe that multiliteracy skills are present in the educational process, but they are not formalized and do not have evaluation criteria. All this creates the prerequisites for the further development of multiliteracy in practice. [ABSTRACT FROM AUTHOR]

Competence-based education is a widely implemented educational approach, but more research is needed into the relationship between transversal competences and individual disciplines. In this article, we present the results of a study focusing on how the transversal competence of multiliteracy is contextually defined in Finnish local curricula in the disciplines of mathematics and social studies. The article offers new insights into the discussion between content- and competence-based educations by introducing the concept of disciplinary contextualisation. Based on the qualitatively analysed data, four different types of disciplinary contextualisation are presented and further discussed. The study also engages with the discussion in the field of multiliteracy by offering insights into the ways in which multiliteracy is rationalised, defined, and developed in the analysed disciplines. Multiliteracy contextualisations share features, but also differences, between the disciplines, illustrating the importance of taking into account the disciplinary perspective when discussing the development of competences in basic education. [ABSTRACT FROM AUTHOR]

This article introduces a flexible and adaptable Map Composition assignment to promote cartographic literacy. With applications to composition and writing across the curriculum, this assignment promotes students’ awareness of the rhetorical nature of maps, which is important as maps inform and influence public discourse on wide-ranging issues. Student work shows how composing a map can lead them toward improved rhetorical awareness, cartographic literacy, and engagement with place-based civic issues. The article acknowledges limitations of teaching maps in writing classes and concludes with discussion of how this assignment can be adapted to a range of courses to promote cartographic literacy in support of broader literacies and civic engagement.

The researchers used a duo-ethnographic approach to examine mathematics and science teacher-candidates (TCs) experiences with a Multiliteracies Across the Curriculum course during the pandemic and how the shift to online delivery impacted their attitudes. Through one researcher’s course reflections and students’ anonymous course survey comments in 2020, the research revealed that some TCs lack of exposure to literacy-based teaching impacted their literacy identities and initial resistance to the course. However, the shift to online learning, increased course relevance, exposure to diverse online methodologies and multiliterate tools seemed to have positively impacted mathematics and science TCs attitudes toward Multiliteracies Across the Curriculum compared to previous years.

Competence-based education is a widely implemented educational approach, but more research is needed into the relationship between transversal competences and individual disciplines. In this article, we present the results of a study focusing on how the transversal competence of multiliteracy is contextually defined in Finnish local curricula in the disciplines of mathematics and social studies. The article offers new insights into the discussion between content- and competence-based educations by introducing the concept of disciplinary contextualisation. Based on the qualitatively analysed data, four different types of disciplinary contextualisation are presented and further discussed. The study also engages with the discussion in the field of multiliteracy by offering insights into the ways in which multiliteracy is rationalised, defined, and developed in the analysed disciplines. Multiliteracy contextualisations share features, but also differences, between the disciplines, illustrating the importance of taking into account the disciplinary perspective when discussing the development of competences in basic education.

The researchers used a duo-ethnographic approach to examine mathematics and science teacher-candidates (TCs) experiences with a Multiliteracies Across the Curriculum course during the pandemic and how the shift to online delivery impacted their attitudes. Through one researcher’s course reflections and students’ anonymous course survey comments in 2020, the research revealed that some TCs lack of exposure to literacy-based teaching impacted their literacy identities and initial resistance to the course. However, the shift to online learning, increased course relevance, exposure to diverse online methodologies and multiliterate tools seemed to have positively impacted mathematics and science TCs attitudes toward Multiliteracies Across the Curriculum compared to previous years. [ABSTRACT FROM AUTHOR]

Yogyakarta is considered a very liveable area. However, there are still underlying problems, including low wages and poverty. The goal of the Program Keluarga Harapan (PKH) is to empower, because it does not only focus on providing assistance, but also on changing the community's mindset. This study aimed to carry out a needs analysis, to understand the multiliteracy skills of beneficiary families. As mentioned above, the help provided by this program is not only in the form of bestowals, but also through efforts to increase empowerment. Data were collected through a qualitative online survey, observations and interviews. Based on the findings, it can be concluded that the Family Development Session served as a form of non-formal education for families. The findings on the literacy of beneficiary families showed that there was insufficient understanding of child care and learning assistance, financial management and entrepreneurial motivation. Participants had difficulty understanding the material presented. [ABSTRACT FROM AUTHOR]

Multiliteracy is one of the central civic skills that should be focused on in the domain of 21st century education. In this case study, our goal was to design and test a pedagogical model for phenomenon-based learning of multiliteracy, and to find out how multiliteracy could be comprehensively supported in the context of upper secondary school. The data consisted of a questionnaire for students, their written reports, and teacher interviews. Based on the findings, critical factors for the successful implementing of phenomenon-based learning of multiliteracy were found out, and the pedagogical phenomenon-based learning of multiliteracy (PLM) model was developed. [ABSTRACT FROM AUTHOR]

The article aims to discuss about how to teach make up for the beginner through an organized event. The researcher explains about step by step to make a great event such as AISMAWARI. The research is descriptive qualitative. The researcher describes the study briefly. The researcher posts and analizes, and explains the pictures briefly from pre-event, the main event, and the post event. The research reveals the phenomenon that collaboration is needed to make a big events. It also collaborates with a hundred of make up artists, a hundred of designers, and a hundred of models. It involves many supporters. It is held at Atrium Istana Plaza Bandung, in Pasir Kaliki Street no. 121-123. The due date is March 8th, 2019. It related to the primary education pedagogy. It is because the researcher tries to teach the beginner although it is covered by multiliteracy and multiagendas in a big events. The goal is to ask the participants or beginners to think in higher level. The researcher wants to educate the beginner not only to hear the material, but also do the action. As it is believed, practices make perfect.

Children's and Young Adult books are an anomaly in many academic libraries and their presence is often overlooked or ignored. In particular, the dust jackets and other paratextual elements are often considered to be ephemeral and not worth preserving for the long term. However, a growing body of research based in the work of Gerard Genette's theories about paratext show that these elements are vitally important in literacy development to the readers of these books. This paper points to the importance of retaining and preserving all parts of the paratext, in particular the dust jackets and book covers, and advocates for changes in many current library policies that would encourage the preservation of paratext in these books. [ABSTRACT FROM AUTHOR]

Public education systems in Europe were created in the course of the foundation of the 'classical' nation state in the 18th and 19th centuries. Historical analyses show that it was part of their destiny to contribute to the consolidation of the respective states' national self-design. In the 19th century, the myth developed that a nation state is monolingual not by its creation but 'by mere nature', and that monolingualism in the national language is the 'natural' result of being born and growing up in a nation state. Many of today's public education systems are still based on this notion of linguistic 'normality' with respect to the composition of their clientele as well as their image of an individual 'normal' child(hood). However, the populations of nation states are in fact multilingual. Linguistic diversity increased as a result of migration and factors such as technical means for virtually 'borderless' communication. My contribution presents the European traditions of nation building since the late 1700s and asks for the functionality of monolingual habitual practice in education systems today. First results from an empirical study are presented which illustrate individual language abilities of multilingual children and the potential of linguistic diversity as a resource. [ABSTRACT FROM AUTHOR]

In this article, we present a case study of digital making as an example for constructing social participation around multiliteracy learning in Finnish early years settings. Digital making is explored and evaluated through the practices and experiences from workshops conducted with four- to five-year-old children in one day care centre in the Helsinki metropolitan area in Finland. Reflections scrutinize children’s social interaction with digital technologies and aim to examine shared meaning-making in the design process. We explain how innovative technologies mediate and enable social interaction and what leads children to either collaborate or work individually while making meaning digitally. Our study indicates that although social participation can be intentionally achieved by children themselves, early childhood education and care (ECEC) professionals and pedagogical practices play a pivotal role, especially when the cultural tools used in learning are new and unfamiliar to children, in this case tablet computers and smartphones.

The extent to which children's reading experiences influence their writing production is not well understood. It is imperative that the connections between these literacy practices are elucidated in order to inform the development of stimulating curricula and to support children's development. This paper presents new data and key findings from a project investigating relationships between children's free choice reading and volitional writing in Key Stage 2 (9–10 years). The data were collected in two primary schools in northern England, using mixed methods. Quantitative data were collected using an online reading survey taken by 170 children, and qualitative data were provided through independent writing journals maintained by 38 participants. Through analysis of the data using a multiliteracies approach, we demonstrate that the writing that children choose to do is influenced by the texts they encounter as readers in terms of content, text type and linguistic style. The child readers in this project encountered texts in different media and created texts in a range of genres. By examining a sample of children's written texts from the data set, we show that children's interactions and transactions with texts as readers and writers are complex and multiple. Children creatively work across media, and in doing so the boundaries of traditional text genres and styles are redeveloped and redesigned. These findings highlight the importance of providing children with opportunities to freely choose and create texts and recognising the wide variety of text experiences that children bring to their classroom learning. [ABSTRACT FROM AUTHOR]

This article reveals the educational change in Finland in the context of multiliteracy. Multiliteracy is one of the seven transversal competences introduced by the Finnish basic education curriculum reform between the years 2012 and 2016. School multiliteracy is developed through cross-subject studies with the usage of particular language. There are involved various texts during teaching to prepare well-educated global citizens who are able to to overcome obstacles of the contemporary world and to follow the global changes in a job market. Multiliteracy helps prepare a global citizen with the skills of global lingua franca. [ABSTRACT FROM AUTHOR]

The objective of the research was to promote a new model of designing activities in the lesson plan of English teachers. The model was derived from the phases of the Multiliteracy pedagogical Framework. It was qualitative research with documentation techniques for collecting data. The source of data was the document of lesson plans made by teachers of English. The data was statements on teaching-learning activities in the lesson plans. The author identified the lesson plan of teachers from Al Islam senior high school in Krian, Sidoarjo. The activities statements were categorized using the four phases and cognitive process of the Multiliteracy Framework; Situated Practice (Experiencing), Overt Instruction (Conceptualizing), Critical Framing (Analysis), and Transformed Practice (Applying) promoted by Cope and Kalantzis with New London Group in 1996. The result showed that the teachers just included two phases; Situated Practice (Experiencing) and Overt Instruction (Conceptualizing), no Overt Instruction (Conceptualizing), Critical Framing (Analysis), and Transformed Practice (Applying) yet in their teaching-learning activities. The teachers should change the old phases in their lesson plan with the four phases of the framework to guide them in applying multiliteracy in English language teaching. The next researcher could focus on teachers’ knowledge or belief about the multiliteracy framework to assure the implementation

Through the description of two (notably different) research programs dedicated to the inclusion of Oceanian languages in New Caledonia’s diglossic context, the aim of this paper is to study the processes and implications of co-development when it comes to building knowledge. This comparison raises and enlightens many epistemological and ethical questions. We believe action research in education should be built as in cooperative approach gathering teachers in training, practicing teachers and researchers from various disciplinary fields. However, the relationship between research teams and teachers is still fragile (Nusbaum, 2008: 127). In addition, research implies an act of power as it constructs social realities and legitimizes them through scientific popularisation (Heller 2002) sometimes without everyone’s consent. Action research that integrates interventions seems more efficient to us on both ethical values and the construction of knowledge.

The need to improve English proficiency and inclusion of social media in language teaching have resulted in teachers having to develop new teaching strategies incorporating digital tools. In South Africa, English teachers in township settings have to develop teaching strategies suitable for teaching English using social media platforms, especially in resource-constrained secondary schools. From literature and education policies, teaching of digital literacy is strongly recommended, but teachers in some township environments are not pedagogically capacitated to teach and use social media in teaching English. To explore the experiences of such teachers, this study explored the use of social media for the teaching of English as a second language in township schools. The study used an interpretivist qualitative approach in an exploratory case-study design to understand teachers’ initiatives and strategies in teaching English as a second language using social media. Data collection was done using semi-structured interviews with open-ended questions and document analysis. Teachers’ voices, actions and documents on the use of social media were analysed inductively and thematically. The research findings indicate that the sampled English teachers used social media for collaboration, networking, communication and out-of-school digital literacy practices as their initiatives. These digital initiatives lead to the utilisation of digital connection platforms for socialisation and teaching and learning English. In addition to dividends of connectivism, visual communication and cyber linguistics were found to have become critically important practices for learners learning English as a second language. The implication is that the education policy-makers and planners in South Africa need to revisit the policy on e-learning and Information Communication Technology (ICT) usage in schools to incorporate the methodological requirements and competences for teachers to use in the teaching of English using social media. In addition to improvements in policy measures, English teachers in resource-constrained township secondary schools need to improve their digital literacy skills to line up themselves for online and out-of-school literacy learning requirements.